PROFESSIONAL QUALIFICATIONS FOR PRINCIPALS · PROFESSIONAL QUALIFICATIONS FOR PRINCIPALS Principals recruited to manage and lead schools in the Emirate of Abu Dhabi must meet or exceed

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PROFESSIONAL QUALIFICATIONS FOR PRINCIPALS

Principals recruited to manage and lead schools in the Emirate of Abu Dhabi must meet or exceed the following qualifications:

• Masters Degree from a recognised University.

• Recognised Teaching Qualification

• Minimum of 5 years continual teaching experience, preferred 7 years plus, including teaching management experience.

• Recognised qualification in Educational Leadership

• Minimum IELTS (Academic) 6.5

• Bilingual Arabic/English preferred

THE ROLE OF THE PRINCIPAL

The core purpose of the principal is to provide professional leadership and management for a school, and to promote a secure foundation from which to achieve high standards in all areas of the school’s work. Therefore the principal is the leading professional in the school. The principal provides leadership and direction, enabling a shared vision for the school, and ensures that it is managed and organised to meet its aims and targets.

To gain this success a principal must establish high quality education by effectively managing teaching and learning to realise the potential of all staff and students. Principals must establish a culture that promotes excellence, equality and high expectations of all staff and students. The principal, working with others, is responsible and accountable for:

• evaluating the school’s performance to identify the priorities for continuous improvement and raising standards;

• ensuring equality of opportunity for all;

• developing policies and practices;

• ensuring that resources are efficiently and effectively used to achieve the school’s aims and objectives and for the day-to-day management, organisation and administration of the school;

• building the leadership capacity within the school;

• engaging all parents and community stakeholders in the education of students.

PROFESSIONAL STANDARDS FOR PRINCIPALS

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The Standards are set in five areasThese five key areas, when taken together, represent the role of the principal.

• Leading Strategically

• Leading Teaching and Learning

• Leading the Organisation

• Leading People

• Leading the Community

The following states the professional standards that are the expected competencies for all principals.

The Professional Standards should be used as part of the process in the continual professional development of Principals.

The Indicators are not an exhaustive list. The indicators are to help clarify what should be happening in schools. They illustrate that the professional standards for Principals are having the expected impact.

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LEADING STRATEGICALLYLeadership Competencies Indicators (with some examples)

A collaborative school vision of excellence and equity that sets high standards for all

A collaborative school vision of excellence and equity that sets high standards for all

Reflective self-development

The setting and achieving of ambitious, challenging goals and targets

The school has a defined vision which

• is collaborative• guides the teaching and learning process• drives a documented strategic plan• is communicated to build stakeholder

understanding and support

The school has a defined vision which

Evidence of a reflective self – development

• is collaborative• guides the teaching and learning process• drives a documented strategic plan• is communicated to build stakeholder

understanding and support

• the principal has an individual professional growth plan

• uses performance feedback mechanisms to inform improvement

• identifies areas for self development • seeks appropriate learning opportunities

Evidence of setting and achieving challenging goals and targets:

• for all students in the learning environment • for the involvement of all stakeholders

Professional Qualities Is Committed To:


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Leadership Competencies Indicators (with some examples)

ADEC Strategic Plan and how to communicate and implement ADEC’s vision

Local, national and global educational trends

Importance of communication both within and beyond the school

Strategic planning processes for school improvement

The strategic plan of the school is aligned to ADEC’s strategic plan

Evidence of understanding local, national and global educational trends

Evidence of strategies for communication both within and beyond the school

Evidence of strategic planning processes for school improvement

• links the vision and the objectives of the school with ADEC

• ensures the community understands the strategic plan

• shares information with parents and community• explains ADEC’s vision

• establishes open communication and engages parents and community in the school process

• connects the school with the local community

• communicates procedures with all stakeholders• uses technology in a variety of ways • schedules regular meetings for a variety of

purposes

• reads and uses current educational research • attends educational conferences and uses the

information • seeks professional development on strategic

planning of school • schedules classroom observations • includes a professional development plan for

teachers • includes a communication policy for the

community• holds purposeful regular meetings with parents

Professional Knowledge Understands:

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New educational technologies, their uses and impact

Turn strategic thinking into action

Change processes

The need for creativity and innovation

Incorporates new technology in teaching and learning

Has evidence of a school improvement plan

• continues to update facilities• encourages the use of technology inside the

classroom to enhance the learning process • provides modern technology equipment in the

school

• creates a development plan for the school• shares goals/targets with staff • school plans and action plans are developed

and linked to ADEC strategic plan• develops school based projects which support

learning targets

Inspire, challenge and motivate staff Provides evidence to inspire, challenge and motivate staff • creates motivation chart for school employees• builds good relationships• evidence of all staff is moving together • encourages sharing and support of each other –

thinking carefully

Evidence to show an understanding of change processes

• accepts changes models• takes change step by step • Is aware of current educational trends • establishes a “change” committee which

includes all concerned stakeholders

Professional KnowledgeUnderstands:

Professional Skills Demonstrates the ability to:


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Anticipate, lead and manage change

Acknowledge achievement and celebrate excellence

Make effective use of school improvement processes

Develops plans which initiate change and predict educational trends

Recognizes and rewards excellence

School improvement process reflects how the school:

Model the values and vision of the school The Principal’s actions reflect the values and vision of the school

• share and include everyone in developing the vision

• plans, implements and review s the values and vision of the school

• makes effective use of change theory • principal believes in change and guides and

trusts staff• deals with complexity and uncertainty• identifies obstacles and provides alternatives

• recognizes staff and students regularly eg. once a month

• provides opportunities for recognition of performance in education

• celebrates achievement eg. gifts, certificates • gains recognition of success achieved at the

school

• gathers analyses and interprets data • uses evidence to identify priorities • plans, implements and reviews action needed

to improve • shares and learns best practices from other

schools


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LEADING TEACHING AND LEARNINGLeadership Competencies Indicators (with some examples)

Ensuring all students receive effective teaching and learning

The use of valid and reliable assessment practices

Flexibility in teaching to meet individual learning needs

Raising the standards for all in pursuit of excellence

Establishes creative, responsive and effective approaches to teaching and learning

Provides evidence of valid and reliable assessment practices

Individual needs of students are met

Demonstrates and articulates high expectations for both students and teachers

• training and assessing the quality of teaching to develop professional teachers

• improving student achievement through use of quality data

• monitoring and training teachers in new educational methodology/pedagogy

• providing a stimulating educational environment

• allowing lead teachers to influence by example

• using assessment data (EMSA to plan relevant teaching programs

• using student and parent feedback • establishing a school assessment policy to raise

student achievement

• developing IEP for underperforming students as well as gifted & talented students

• providing special learning opportunities for individual needs

• useing co operative learning, and differentiated learning

• by setting realistic goals• regularly informing the community of the goals

Professional QualitiesIs committed to:


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Leadership Competencies


Indicators (with some examples)


Continuous learning of all school personnel

ADEC Curriculum Standards

Strategies for improving achievement

Provides evidence that all school personnel are continuously learning

Shows understanding of ADEC’s Curriculum Standards

Understands strategies for Improving achievement

• provide staff training • research new knowledge and share with others• visit classes and other schools• continuous study • share best practice from other countries

• knows the curriculum standards • leads teacher to understand the curriculum

standards • uses the standards knowledgeably when

observing, assessing and discussing with teachers

• strategic plan addresses needs of all students

• ensures consistent and school-wide focus on student achievement, using data and benchmarks to monitor progress of each student’s learning

• develops a school strategic development plan• community and parents are aware and informed

of student achievement • creates a clear and specific budget which is tied to

school aims • develops an annual action plan for higher student

achievement • develops a variety of testing tools to be used for a

variety of reasons• uses assessment data as a tool to inform teaching

and learning which leads to improvement• encourages teachers to change strategies to

meet student needs



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The development of a culture that motivates students to learn

Understands the importance of a learning culture• assists and counsels teachers in instructional

improvement• has a policy for awards/celebrations. • plans for assessment • uses exam results to plan for students • develops surveys for assessment of strategies

Models of learning and models of teaching Understands models of learning and models of teaching • Introduces new pedagogical teaching models• Introduces different learning styles information

The use of technologies to support teaching and learning

Implements technology to enhance and extend learning experiences for students• models the use of technology • provides adequate services to maintain technology

in the school• encourages teacher use of technology in classroom

Strategies for ensuring access, inclusion and diversity

Understands strategies for access, inclusion and diversity• there is a school policy which acknowledges

access, inclusion and diversity for all students• the need for a variety of approaches to cater for

the needs of all students• welcomes and includes those students who do

not meet the norm• Seek assistance to meet the needs of those with

health, physical or learning disabilities

Strategies for developing effective teachers Understands the importance of developing effective teachers• has a planned appraisal process and sets school

goals to be achieved • uses continuous professional development

through staff meetings• encourages teachers to share resources and

knowledge with colleagues



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Organize the delivery of curriculum, with clearly defined expectations for student learning

Provides evidence of the ability to organize the delivery of curriculum, with clearly defined expectations for student learning

• student centered learning • prepares a clear plan to implement the

curriculum and review the specific results • teacher record through standardization

(standards are already communicated) • principal disciplines on attendance• using brainstorming sessions to develop activity

charts for the school (mapping process)• ensures that the policies and systems align to

support learning

Monitor and evaluate teacher performance Teachers are appraised

• building teachers’ commitment to the learning process

• a schedule of classroom visits is delivered and feedback follows

• evaluates and reviews classroom practices• promotes improvement strategies through

action plans • establishes timelines and targets for staff

growth and professional learning• there is an improvement plan for each area in

the school

Access, analyze and interpret student data Accesses, analyzes and interprets information

• n depth analysis of student results • involves staff in the analysis and interpretation

of data• distributes analysis to all staff • various assessments are used• survey for students and parents feedback • there is a data base of current and previous

student analysis• there is an action plan for students based on

the data analysis


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Acknowledge excellence and challenges poor performance

Acknowledges excellence and challenges underperformance of staff

• ensures a culture of challenge and support in which all staff can achieve success and become engaged in their own learning

• there is an individual professional growth plan for all staff

• principal is a role model • plans a clear process of acknowledgement and

challenge for staff – an appraisal process policy

Models of behavior and attendance management

Implements strategies which engages students in high standards of behavior, motivation and attendance

• has behavior/attendance policy, shares it and gives responsibility to parents



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LEADING THE ORGANISATIONLeadership Competencies Indicators (with some examples)

Shared leadership, management and decision-making

Provides teachers and students opportunities to lead

• establishes effective working groups

• organises groups from staff parents and

students (lead teachers, co coordinators,

student council, parent council)

• provides working groups with motivation and

support.

• delegates decision making to the working

groups.

• encourages and provides time for all groups to

communicate in the organisation

• guides good financial management

• distributes leadership roles and responsibilities

according to working groups competency

• monitors group feedback

The equitable management of staff resources

Provides stakeholders roles in the decision-making process that promotes a culture of participation, responsibility and ownership

• Through encouragement and acknowledgement

of contributions

• Sets clear goals and guidelines for all groups

• Resources are reviewed to improve the quality of

education for all students

A culture that promotes self motivation Principal models the culture and implements an evaluation system that provides for the professional growth of all personnel through

• a culture of team work and sharing

• connection to community, colleagues, sponsors

and parents council to share in school projects

• staff goal setting at the beginning of each year

• reviewing the goal setting twice annually

Professional Qualities Is committed to:

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ADEC organisational structure Shows an understanding of ADEC’s organizational structure • communicates using the correct channels

The importance of two-way communications processes

Communicates effectively with ADEC • reads emails/letters/faxes daily, and answers all

messages

Principles and models of school self-evaluation

Provides evidence of models of self evaluation and teacher performance• encourages the use of continuous self

evaluation and feedback for teachers • prepares a plan for the development of

teachers • principal uses a variety of self reflection models

Provision of a safe, secure and healthy school environment

Provides a safe, secure and healthy school environment by

• developing policies, clear and fair so everyone understands

• encouraging and acknowledging all members of the school community

• creating a School Health and Safety team to oversee the school

Collaboration with others in order to strengthen the school organizational capacity

Shows collaboration with others in order to strengthen the school organizational capacity by

• planning and participating in staff team building• working beside all groups in the school• feeding back to each group after reading

records of all meetings




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Principles and strategies to enhance school improvement

Enhances school improvement by

• evidence based plans, policies and procedures

• studying and understanding standards for

teachers

• reads and reflects on a variety of plans, policies

and procedures for school use

Planning and implementing change Provides evidence of planning and implementing change

• encourages a innovative curriculum plan to be

implemented by teachers and students

• effectively promotes change to the school

community

• seeks information from key groups (students,

parents, teachers)

• publicizes policies

Informed decision-making Provides evidence of informed decision-making

• ses external reports i.e. PENTA, EMSA to make

school based decisions

• reviews educational initiatives from other parts

of the world

Financial planning and budget management Provides evidence of sound financial planning and budget management

• management systems, processes and

structures work effectively

• uses and intergrates a range of technologies

effectively and efficiently to manage the school


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Manage finances and human and physical resources

Manages the school’s finances and human resources effectively and efficiently • the school has a plan to manage budget• plans the budget annually• writes and implements a school improvement

plan (S.I.P.) • consults with staff regarding their needs• implements successful performance review

processes with all staff• ensures that the range, quality and use of

resources is monitored • shows that sustainable policies and procedures

have been established for staff, students and parents in all areas of school life

• regularly revies policies and records review date

Establish and sustain policies and procedures

Manages and organizes the school environment effectively and efficiently to ensure that it meets the needs of the curriculum and health and safety requirements

• creates teams e.g. finance and then holds the teams accountable

• creates and follows the job description of all staff

Delegate responsibilities effectively Manages work load effectively to achieve visions and goals for the school• assigns responsibilities to others to assist in

running the school effectively • delegates leadership roles in the school • communicates clear timelines for all to follow • organises and prioritises tasks

Anticipate and solve problems Anticipates and solves problems by

• regularly reflecting on school events and daily procedures

• planning effectively using risk analysis strategies

Professional Skills Demonstrates ability to:


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Think creatively and communicate effectively

Provides evidence of creative thinking and effective communication

• creates and publishes unique vision and mission statements that promote learning

• thinks of alternative strategies and actions to enhance the school

• communicates to staff and school community in many ways

Build a school culture that promotes learning

Provides evidence that the school culture promotes learning

• supports and deploys staff appropriately• designs job descriptions for all school staff• writes down expectations for the students’

learning • analyses students results which leads to

evaluating teachers

Professional Skills Demonstrates ability to:

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LEADING PEOPLELeadership Competencies Indicators (with some examples)

Developing a shared purpose and direction for the school

Building and sustaining effective teams

Shared leadership

Facilitating productive and positive work relationships

Rigorous professional development for self and staff

Shared vision communicated to staff, students and community

Policies and procedures encourage development of effective teams across and within the school

Mentors qualified professional staff who are capable of fulfilling assigned roles and responsibilities

Evidence of facilitating productive and positive work relationships

Leads, facilitates and actively participates in continual professional development programmes

• open door policy allows all to be involved in committees

• encourages and creates a system where teachers are given the opportunity to work in groups with a specific goal

• uses the knowledge and skills of staff to enhance the work of the school

• provides a culture that enables regular opportunities for professional dialogue

• professional development for teachers occurs on a regular basis

• attends and/or delivers a relevant professional development programs



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Adult learning and models of continual professional development

Shows an understanding of adult learning and models of continual professional development

Interpersonal relationships and their value in the school environment

Has staff with diverse skills strategically placed in flexible teams for short and long term projects• regular staff feedback and input provides

updated information on staff skill sets• communicates change to the stakeholders

How to promote individual and team development

Shows an understanding of how to promote individual and team development• promotes networking opportunities globally & locally• performance development plans for the staff

demonstrate the importance of professional growth

Ways to build and sustain a learning community

Evidence is present which indicates how to build and sustain a learning community

• quality educational performance is supported by documented evidence

How to sustain school improvement Develops effective staff induction, professional development and performance review for all

• promotes a sense of pride within the school and throughout the community

• survey for parents about the performance of the school is used to support targeted professional development

• continuous monitoring and evaluating of the educational process

Impact of change on people and schools Evidence is present which indicates that change is understood and accepted

• develops individual professional development plans • builds a system of motivational opportunities • all staff actively involved in pd programs • conflict resolution processes in place and used

when required• professional development is ongoing and

rigorous in both delivery and follow-through


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Use conflict resolution strategies effectively

Motivate, develop and empower individuals and teams

Collaborate and use networking abilities within the school and community

Self-initiate and be autonomous

Treats people fairly, equitably, with dignity and respect

Delegates meaningful tasks to individuals and teams resulting in effective planning and results

Builds a collaborative learning culture within the school and actively engages with other schools to build effective learning communities

Develops and maintains a culture of high expectations for self and others

• shows fairness and respect when dealing with people

• effective policies guide required actions in conflict situations

• sets up procedures to deal with conflicts within the school in order to resolve any problems

• leads meetings which follow procedures and help resolve the problems

• understands major reasons for the problem and is able to work with school based teams to resolve concerns

• acknowledges responsibilities and celebrates achievements of individuals and teams

• facilitates a team approach to lead people to change and improve the school

• encourages positive performance and has procedures in place to avoid negative performance

• enhances the profile of the school in the community

• involves parents in school planning• involves community and organisations in school

planning



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Give and receive positive and negative feedback as necessary

Develops schools policies and procedures to recognise/notice good work

• school has a motivation policy that has been implemented

• gives feedback/reports in confidence

Lead change in the organisation Is able to lead change

• ensures people understand change, the need for change and the process of change

• plans for improvements • creates a school development plan update


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LEADING THE COMMUNITYLeadership Competencies Indicators (with some examples)

Maintaining effective communication with all stakeholders

Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

• prepares and holds regular meetings for the parents

• reports to parents on student achievements • parent council – have regular meetings • maintains effective communication e.g. e- mail/

SMS, phone calls etc • regular meetings for all parents - updated on website - invitation to school events - celebration card : eg. Eid Mubarak card


Collaboration with people within the school community

Fosters collaboration with community stakeholders to support student learning

• promotes understanding community to help solve problems

• participates in community events • uses parents’ skills and talents : e.g. Careers

evening

Developing productive partnerships with external agencies, industry and commerce

Provides evidence of productive partnerships with external agencies, industry and commerce• establishes connections • establishes transparency at school level to

enhance communication and development • Seeks opportunities for joint project and/or

sponsorship

Liaise with agencies, organisations and ministries for well-being of students and families

Liaises with agencies, organizations and ministries for well-being of students and families• effective transition of students between grades,

cycles and other institutions


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Involvement of parents in support of the school

Parents are involved in supporting the school

• establishes open and honest communication with wider community

• develops the school vision, student learning and project initiatives

• parents are involve in school programs eg. in classroom support, libraries, career evenings

Incorporating national heritage and culture into the fabric of the school

Builds a school culture which reflects the rich national heritage of the community• community awareness campaigns • exhibition of traditional games, hobbies etc • creates a programs that guild national heritage –

holds workshops and creates teams• cultural examples in the curriculum• celebrates National Day• all subjects address heritage in the curriculum plan

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The importance of current issues and trends in education

The benefit of using local community resources

Work of agencies, organizations and ministries and the opportunities for collaboration

The school introduces the community to current issues and trends in education

A wide range of community-based learning experiences are evident and maintains a database of contacts and opportunities within the wider community

Accesses services provided by other organisations and ministries and demonstrates leadership and communication with the community as ambassador and employee of ADEC

• conferences• workshops• newsletters• parent councils• community debates• focus groups etc• principal leads professional development

• connects the school with home and communities

• shares information• learning experiences for students are linked

into and integrated with the wider community• contacts the communities – visits and shares

information

• seeks sponsors and support for the school • encourages lectures/workshops from

community groups • students regularly have field trips • invites people from different organizations -

educational trips, workshops/lectures • organises trips for the local community



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Form valuable community partnerships to support the school

Use strategies which encourage parents to participate and support their student’s learning

Connecting the school with the community

Partnerships with parents are positive and open, encouraging dialogue and participation in the education of all students

• develops a good reputation so that the school can secure community support

• involves parents at all levels and the school achieves transparency through its work

• develops a database of organizations or professionals who can assist students

• shares ideas and experiences with other schools and community

Listen, reflect upon and act upon community feedback

Acts upon community feedback

• Gather feedback from parents and community on a regular basis

• handbook for parents with information on curriculum, assessment etc.

• invitations to parents and the community to participate in school programmes and events

• includes parents and organizations in school celebrations and events


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Documents

PROFESSIONAL QUALIFICATIONS FOR PRINCIPALS · PROFESSIONAL QUALIFICATIONS FOR PRINCIPALS Principals recruited to manage and lead schools in the Emirate of Abu Dhabi must meet or exceed